On Demand modules

Sleep is as essential to good health as nutrition and physical activity. Researchers continue to discover ways in which sleep affects health in children. Recent connections have been made between sleep and hormone regulation as it relates to the risk of obesity. Association between brain development, cognitive and behavioral effects are areas of interest as well. This lesson explores the relationship of sleep and health including helpful tips and recommendations for age-specific requirements. (K7.3 C1, CDA 1) 2 hours

Out-of-school programs and early care settings are seeking ways to build excitement and relevance into their programming. Project-based learning (PBL) is an answer to that need. This lesson provides an overview of the phases of PBL, planning guide, and examples of how staff members in a variety of settings facilitate child-directed investigations. As learners read the content, review the videos, and complete reflection assignments, they will begin to sketch out a preliminary inquiry plan to implement in their own care setting. (K2.7 C2, CDA 2) 2 hours

Exposure to adverse childhood experiences (ACEs) in young children affects the developing brain in ways that may impact behavior, cognitive development and physical health. As research uncovers greater knowledge and understanding of how ACEs can modify the brain, the need to implement practices that counterbalance the influence of the stress response is key to effective interventions. This module explores the impact of ACEs on the brain and offers strategies that incorporate brain-based approaches to enable more positive outcomes for young children who have experienced ACEs. (K1.4 C2, CDA3) 2 hours

Adventurous play goes by many names—messy play, nature-based play, big body play. It is exciting to children, meeting important development needs, but facilitating this type of play can be a challenge to the staff of regulated early care programs. This module presents the research behind and strategies for supporting young children as they make choices and assess risks during highly physical, sensory-rich play. It presents examples of rigorous, big body play in a variety of care settings. (K2.4 C2, CDA 2) 3 hours

Children who experience adverse childhood experiences (ACEs) face an increased risk for social-emotional, physical and mental health issues. ACEs include abuse, neglect, poverty and other traumatic experiences encountered before the age of eighteen. This module promotes the awareness and understanding of trauma in young children and families and discusses the role of early care and education professionals in nurturing resilience in the children and families in their care who experience ACEs. (K3.5 C1, CDA3) 2 hours

This lesson is about exploring advocacy to deepen our understanding of the early childhood system, and to deepen our roles as early childhood professionals. Find out about the variety of advocacy roles and multiple resources that help to prepare you for, and learn about, advocacy. (K6.10 C1, CDA 6) 1 hour

This lesson simplifies art appreciation, making it easy for early childhood professionals to offer these experiences to young children. Learn how to introduce and to talk with children of all ages about key factors that define art and elements that make up art forms. Discover creative ways to talk with children about their art work and how to acknowledge the art work of others. (K2.15 C1 CDA 2) 2 hours

(for Center Directors) This lesson focuses on the need and requirements for child-staff ratios in early care facilities. A step-by-step process is included to analyze and determine staffing needs. (D6.6 C2) 2 hours

Research documents that the pre-kindergarten skills that most impact a child’s future academic success are math skills and yet only 58 seconds of the typical 5-hour preschool day is spent on math activities. More than half of all three-year-old classrooms offer no math experiences. Gain confidence and learn proven strategies and programming ideas for weaving math into emergent and teacher-led curriculum. Receive resources to support math talk that can significantly improve a child’s success. (K2.15 C2 CDA2) 2 hours

This lesson explores the developmental stages of block play and how block play influences math, science, and literacy skills. Learn how to include block play in your program and discover how this type of play is an opportunity for children to develop social and emotional skills. (K2.15 C1, CDA 8) 1 hr

This lesson examines the benefits of developing community partnerships to start and maintain quality out-of-school time programs. This lesson provides ideas and strategies to assist providers in identifying and building supportive community partnerships that allow programs to maximize resources that can benefit children, families, the program and the community. (K3.9 C2, CDA 6) 2 hours

This lesson focuses on what you can do to build positive relationships with all children – even the ones who challenge you. Learn about temperament traits and how to use them as a tool to help you understand behavior and develop ideas to meet the needs and interests of children and youth. (K2.13 C2, CDA 3) 2 hours

Studies show that well-educated, skilled caregivers are the basis for quality care and learning programs. The CDA (Child Development Associate) Credential is one of many ways to build knowledge and expertise as an early childhood professional. This lesson provides an introduction to understanding the CDA Credential, the CDA process, and its possible fit as a professional development path for the early educator. (K6.5 C1, CDA6) 2 hours

When play problems occur over and over, child care practitioners need to be able to step back and look critically at their space arrangement to see if that is the source of the problem. Explore some key elements to consider in child care space arrangement that include types of spaces and their uses, and arranging activity areas in a room to meet the goals of your program. (K2.1 C2, CDA 1) 2 hours

This lesson explores child assessment techniques in early childhood programs. Discover what factors to consider when choosing or developing assessment tools and resources. Learn how assessment can be used for lesson and program planning. Understand the role of the early childhood practitioner and families in the assessment process. (K4.7 C1, CDA7) 2 hours

This lesson explores what it means to understand and apply various learning theories in the classroom and in teaching. Discover what concepts to consider when determining activities, lessons, and materials that are appropriate for an age group and for individual children. (K1.2 C1, CDA 8) 2 hours

The fourth goal in the Let’s Move! Child Care Initiative is to provide (offer) healthy beverages. Calories found in beverages count just like calories in food so it is important to make sure that the healthiest choices are offered. With so many beverage options now available, the choices can be confusing to parents and caregivers. Child care providers will learn appropriate beverage options for children in their care, the benefits of healthy beverages and strategies for how best to transition to serving them. (K7.12 C2, CDA 2) 2 hours

Goal two in Let’s Move! Child Care is to reduce (limit) screen time. Studies show that children who spend more time viewing TV are at an increased risk for overweight and obesity due to increased sedentary activity. Screen time refers to all digital media including TV and can interfere with cognitive development for children under the age of two. Child care providers will learn the best practice recommendations and gain an understanding for why it is important to reduce (limit) screen time for young children. (K7.3 C2, CDA 2) 2 hours

Goal number one in the Let’s Move! Child Care initiative is to get kids moving (increase physical activity). Research shows that physical activity provides many benefits for everyone and that it is important for parents and care providers to be good role models. This lesson can help child care providers learn the most up-to-date recommendations for physical activity levels for infants, toddlers, and preschoolers, and presents new ways to keep kids moving. (K7.3 C2, CDA 2) 2 hours

Goal number five in the Let’s Move! Child Care initiative is to support infant breastfeeding by encouraging mothers to breastfeed. Breastfeeding benefits mothers and babies in many ways, including helping to prevent childhood obesity. Continuing to breastfeed for the recommended amount of time can be challenging, especially when children need to be in child care. Child care providers will learn practical solutions for encouraging and supporting mothers to breastfeed their babies.(K7.13 C1, CDA 2) 2 hours

Let’s Move! Child Care (LMCC) is part of Let’s Move!, a comprehensive initiative started by Michelle Obama to help turn the rising tide of childhood obesity in the United States. Child care providers play an important role in helping to develop healthy eating and physical activity habits in young children. This lesson is an overview of the issue of childhood obesity and an introduction to the LMCC lesson series that covers the five goal areas in greater detail. (K7.3 C1, CDA 2) 2 hours

Cooking with young children is an important way for them to learn through sensory exploration. Safety concerns, as well as the potential “mess” often prohibit families and early educators from including children in cooking activities. This lesson provides practical guidance for fun and manageable ideas to encourage children in the development of their culinary skills. (K7.3 C2 CDA2) 2 hours

Children and youth are born ready to explore. Many schools and out-of-school time (OST) programs now emphasize an inquiry-based style of learning. What does it take to support OST active STEM experiences? This module includes many hands-on program ideas, information on the emerging Maker Movement, and exercises that guide facilitators as they integrate active investigations into the curriculum. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.10 C1) 2 hours

Out-of-school time facilitators have the challenge of making STEM interactions with children more effective by connecting planned experiences with previous knowledge or concerns of the children. Learn effective teaching strategies to match a STEM experience with children’s interests and skills. This lesson is one of twenty Click2Science lessons designed to help frontline staff facilitate STEM experiences. (K2.12 C2) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. It features interactive experiences, handouts, and videos that will nurture the ability to ask purposeful questions, enhancing a child’s STEM learning. It includes both basic and “stretch” information about intentional questioning techniques. (K2.15 C2) 2 hours

Out of school time (OST) programs provide school-age children with opportunities to play and explore. In this module facilitators learn how to maximize the value of these experiences by helping children to finish the learning process, developing and communicating the explanations about what they have discovered. Developing explanations is an important STEM skill, linked to the 21st century skills of critical thinking and communication. (K2.15 C2) 2 hours

Out-of-school time facilitators will learn about the need for today’s children to become equipped to fill jobs requiring science, technology, engineering, and math skills. Youth leaders will learn strategies and view examples of how to get school-age children excited about STEM careers. Learn how to connect with STEM professionals within the community to enhance programming. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.15 C3) 2 hours

Out-of-school time facilitators have the challenge of making STEM interactions with children more effective by connecting planned experiences with previous knowledge or concerns of the children. Learn effective teaching strategies to match a STEM experience with children’s interests and skills. This lesson is one of twenty Click2Science lessons designed to help frontline staff facilitate STEM experiences. (K2.12 C2) 2 hours

Out-of-school time facilitators will learn about the need for today’s children to become equipped to fill jobs requiring science, technology, engineering, and math skills. Youth leaders will learn strategies and view examples of how to get school-age children excited about STEM careers. Learn how to connect with STEM professionals within the community to enhance programming. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.15 C3) 2 hours

Youth need a safe space for learning STEM skills in after school programs. Safe space includes physical safety as well as emotional and social safety that should be a part of the culture of all after school programs. Through interactive experiences and resources, learn skills to create a safe space for youth for STEM learning experiences and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K1.8 C2) 2 hours

Youth need a safe space for learning STEM skills in after school programs. Safe space includes physical safety as well as emotional and social safety that should be a part of the culture of all after school programs. Through interactive experiences and resources, learn skills to create a safe space for youth for STEM learning experiences and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K1.8 C2) 2 hours

When youth have control of their learning they are more engaged, learn skills such as self-determination, goal setting and decision-making, and are more likely to enjoy learning. This module features interactive experiences and resources to help facilitators learn skills to give youth control of their learning experience and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.2 C2) 2 hours

The lack of a STEM “identity” is often cited as one of the main reasons that young people don’t pursue STEM courses and careers. Learn the truth about identity development. Learn to nurture a growth mindset in the school-age children in your care. Try out several identity activities while learning how to impact the next generation of science learners. This module includes practical examples from practitioners and ample on-line resources to encourage youth to pursue their STEM potential. (K1.4 C2) 2 hours

The lack of a STEM “identity” is often cited as one of the main reasons that young people don’t pursue STEM courses and careers. Learn the truth about identity development. Learn to nurture a growth mindset in the school-age children in your care. Try out several identity activities while learning how to impact the next generation of science learners. This module includes practical examples from practitioners and ample on-line resources to encourage youth to pursue their STEM potential. (K1.4 C2) 2 hours

Children and youth are born ready to explore. Many schools and out-of-school time (OST) programs now emphasize an inquiry-based style of learning. What does it take to support OST active STEM experiences? This module includes many hands-on program ideas, information on the emerging Maker Movement, and exercises that guide facilitators as they integrate active investigations into the curriculum. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.10 C1) 2 hours

When youth have control of their learning they are more engaged, learn skills such as self-determination, goal setting and decision-making, and are more likely to enjoy learning. This module features interactive experiences and resources to help facilitators learn skills to give youth control of their learning experience and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.2 C2) 2 hours

Managing active children during science and engineering projects can be challenging even for seasoned out-of-school time staff. Learn how to structure STEM experiences and space for the most positive group interactions and learning. Through the advice of experts and front line staff, this module provides resources for safe, engaging group time during STEM experiences. Planning checklists and several activity instructions are included in this module. (K2.13 C2) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. It features interactive experiences, handouts, and videos that will nurture the ability to ask purposeful questions, enhancing a child’s STEM learning. It includes both basic and “stretch” information about intentional questioning techniques. (K2.15 C2) 2 hours

Out of school time (OST) programs provide school-age children with opportunities to play and explore. In this module facilitators learn how to maximize the value of these experiences by helping children to finish the learning process, developing and communicating the explanations about what they have discovered. Developing explanations is an important STEM skill, linked to the 21st century skills of critical thinking and communication. (K2.15 C2) 2 hours

Scientists and engineers work together on a regular basis to solve problems and build explanations of the natural world. 21st century workers will be required to collaborate. In this module OST facilitators will learn how to emphasize teamwork in STEM experiences to help youth refine those skills. Practitioners share tips on projects, environment set-up, and group management that encourage cooperative learning. Easy-to-download instructions for several STEM challenges are provided. (K1.8 C2) 2 hours

Assessment is an essential but often overlooked part of STEM learning in after school programs. This module features interactive experiences and resources to help facilitators learn skills to include authentic assessment of youth STEM learning experiences. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K4.8 C2) 2 hours

Managing active children during science and engineering projects can be challenging even for seasoned out-of-school time staff. Learn how to structure STEM experiences and space for the most positive group interactions and learning. Through the advice of experts and front line staff, this module provides resources for safe, engaging group time during STEM experiences. Planning checklists and several activity instructions are included in this module. (K2.13 C2) 2 hours

How staff arrange the environment can impact the way youth engage and experience science, engineering, and math learning in an out-of-school time program. Learn how to set up space and arrange materials to maximize youth involvement. Strategies from practitioners include creative use of outdoor and indoor space and use of open-ended materials. Learn how to create affordable spaces of wonder and inquiry that differ from traditional school environments. (K2.4 C2) 2 hours

Out-of-school time staff build programs with engaging activities for youth. However, they may miss an important element in the STEM inquiry experience: the process of reflecting on STEM activities to make a more meaningful learning experience. This module contains examples of facilitators’ language and several STEM experiences to try. This is one of 20 STEM facilitation skills that, when woven together, create a rich learning environment allowing STEM to click for children. (K2.15 C2) 2 hours

Asking questions, trying ideas, and seeing how things work--that’s what scientific inquiry is all about. Out of school personnel support youth in this process by modeling these skills to the children in their care. Knowing that discoveries don’t usually happen in a linear order allows adults to meet children wherever their curiosity emerges and to guide them to deeper investigations. This module includes video examples and downloadable resources to equip the provider in this coaching role. (K2.15 C2) 2 hours

Out-of-school (OST) time staff have a unique opportunity to impact the science, technology, engineering, and math (STEM) skills of school-age children. This module features interactive experiences, resource handouts, and videos to help staff prepare to facilitate STEM experiences to meet the interests and developmental levels of youth and provide STEM learning for youth and staff. This module is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.14 C2) 2 hours

Out-of-school time (OST) staff and volunteers have a unique opportunity to impact the science, technology, engineering, and math skills of children. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. This lesson features interactive experiences and handouts for selecting STEM activities to meet the interests and developmental levels of youth, providing STEM learning opportunities for youth and staff, and finding activity resources. (K2.9 C1) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. Through both basic and “stretch” experiences, handouts, and videos learners will gain new strategies for sparking children’s interests and maintaining their participation in STEM investigations. (K2.1 C2) 2 hours

Documenting learning can be a burden at times, especially in an active out-of-school-time setting where children are coming and going throughout the program time. Yet showing evidence of learning may be the lifeline to a program’s funding and survival. In this module, review practical examples of the “why,” “what,” and “how” of STEM processes documentation. Learn how to seamlessly document learning and how to involve children in recording their own understanding and accomplishments. (K4.14 C2) 2 hours

People who are comfortable with testing and retesting are better equipped for 21st Century STEM work. OST staff and volunteers can intentionally support the testing and retesting phase of science and engineering experiences to nurture this attitude in today’s youth. Learn the basics about testing during an inquiry experience and view examples of testing from OST settings. Try a simple STEM experience that staff can use to introduce the idea of testing variables to children. (K2.15 C2) 2 hours

The goal of supporting educators in their work with young children is to strengthen their skills and practices so that they become better educators. Providing quality professional development through coaching and mentoring is a key factor in improving the knowledge and practice of those caring for children, and in improving outcomes for children. In this lesson, coaching will be discussed as a way to support staff professional development, and as a way to support strong child outcomes. (D6.12 C2) 2 Hours

Practice-based coaching is a collaborative partnership where coaches and teachers refine select skills and strategies, ultimately improving child outcomes. Carefully planned coaching conversations are components that support teachers along the journey to excellent practice. This module presents a wide range of examples, demonstrating a variety of coaching skills. The module includes many opportunities for coaches to practice and refine language for their own supportive conversations. (D6.2 C3, CDA6) 3 hours

Communication is critical in helping children develop language and social emotional skills, and connects to all other domains of learning. This lesson provides child care practitioners with communication tips for infants and toddlers, preschoolers, and school age children. Good communication skills help children adjust to transitions, enhance their play and learning experiences, build relationships, and help children learn to solve problems. (K5.1 C1, CDA2) 2 hours

Community-based services provide families and children with needed resources and information. Early care and education (ECE) professionals who learn about their community’s resources, and connect families with these resources, provide an important bridge to services. Family engagement is foundational to supporting this process. ECE professionals who build relationships with families are better able to communicate with, collaborate with, and provide information to families. (K3.4 C1, CDA4) 2 hours

Children’s books can benefit young children in many ways in addition to building early literacy skills. They can satisfy children’s curiosity, help them think through tough situations, and support their growing understanding of themselves, other people, and the world around them. This lesson explores many different ways that children’s books can be used with children from military families to connect to the military parts of their lives. (K5.4 C1, CDA3) 1 hour

Healthy food is essential for everyone’s well-being. Child care providers play a key role in helping children get needed nourishment and also develop healthy habits. Cooking knowledge and skills enable early care and education professionals to provide healthy, low-cost options for children, to engage in cooking activities with children, and to encourage healthy eating at home. This module introduces many hands-on activities to help improve skills in planning and preparing meals for children. (K7.3 C1, CDA2) 2 hours

Special moments should occur more often than celebrating children’s birthdays or when developmental milestones are reached. This lesson will help you discover how to create special moments with infants and toddlers every day. Learn how to turn diaper changing and other routine tasks into special moments that you share with each child. (K2.2 C2, CDA 3) 2 hours

Effective early childhood education (ECE) professionals understand and embrace diversity—cultural, linguistic, and ability diversity (CLAD). They support the unique and individualized values, strengths, and potential of each child and family. This module explores how to gather insights and effective strategies grounded in research to support culturally responsive teaching practices as well as fair and equitable opportunities that lead to positive outcomes for all children. (K3.3 C2, CDA6) 3 hours

Culture influences every aspect of a child’s development and learning. As classrooms and society become more culturally diverse, there is a need for early educators to embrace cultural understanding – to be culturally aware, culturally sensitive, culturally responsive, and culturally competent. This lesson explores how educators can reflect on and cultivate practices to build cultural understanding and culturally competent approaches to working with children and families. (K3.2 C1, CDA 4) 2 hours

Important life skills for children include learning effective ways to handle their anger. This lesson takes a developmental look at anger. Examine the common roots of angry feelings in children, infants, preschoolers, and in adult caregivers. Learn strategies to handle anger in positive ways and to reduce anger triggers in your program. (K2.13 C1, CDA 3) 2 hours

Bed bugs are commonly introduced into child care settings, and may become established without proper preventive steps. Although bed bugs do not cause disease, they are considered a threat to health and safety, and they alarm staff and families. This module provides information, activities, and guidelines to assist child care providers in the prevention and safe elimination of bed bugs, and in how to communicate effectively about bed bugs with staff and families. (K7.1 C1, CDA1) 2 hours

It is often the permanent trauma children face, such as death or loss, that challenges early educators and caregivers. What should we do or say? What do children really understand about death? Death stops educators in their tracks and reminds them how little their background in education or life experiences prepare them for understanding and responding to the children in their care. Although child care professionals are not experts in grief counseling and support, there are strategies to consider for supporting children. (K1.2 C2, CDA 3) 2 hours

(for Center Directors) This lesson focuses on involving senior adults in child care and education programs. Information includes how to recruit and train senior volunteers, prepare staff, and integrate senior adults into the curriculum. Discover the many benefits to both the children and adults in your program. (D3.7 C2) 2 hours

(for Center Directors) Emergency situations can happen at any time. Child care facilities need to have a written plan in place, so staff, children, and families are prepared to handle any emergency situation that may arise. This lesson is a guide to assist you in developing an emergency preparedness plan for your facility. (D8.3 C1) 2 hours

This lesson explores what it means to implement Developmentally Appropriate Practice (DAP) in programs and in teaching. Learn about what factors to consider when determining which activities, lessons, and materials are appropriate for a group and for the children in the group. (K2.14 C1, CDA 8) 2 hours

Children who are learning more than one language are a large and growing group of children in early childhood education programs. This module provides an overview of the cognitive, social-emotional and language development of dual language learners (DLLs) as well as examples of how early childhood professionals can support children. Through the content, videos, and reflection assignments, professionals will begin to identify ways to support DLLs in their own care settings. (K5.3 C1, CDA8) 2 hours

Early Intervention (EI) consists of services and supports designed to help children who have developmental delays/special needs, and their families. Because early educators work so closely with children, they play an important role in identifying and supporting children’s developmental strengths and challenges. This module focuses on understanding Early Intervention services and the pivotal role early education providers play as part of the EI team. Awareness of EI helps! (K1.3 C2, CDA 8) 2 hours

Really great caregivers don't have all the answers to children's questions. They turn those questions around to get children thinking and exploring. This lesson offers ways to help children develop their reasoning and problem solving skills. (K1.8 C1, CDA 2) 2 hours

This lesson provides steps in beginning a professional path. Explore the many meanings of professionalism and distinguish how to represent a professional image. Find out what is expected and required of you as an early childhood professional. (K6.1 C1, CDA 6) 1 hour

This lesson takes a deeper look at professionalism and prepares you for professional growth by describing important early childhood professional terms, planning for quality professional development, reviewing the role of mentorship, and generating written professional development plans. (K6.4 C1, CDA 6) 1 hour